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Ciccarelli & White
Chapter 8
| Question | Answer |
|---|---|
| Human Development | The scientific study of the changes that occur in people as they age from conception until death |
| Longitudinal Design | research design in which one participant or group of participants is studied over a long period of time |
| Cross-Sectional Design | research design in which several different participant age-groups are studied at one particular point in time |
| Cross-Sequential Design | research design in which participants are first studied by means of cross-sectional design but are also followed and assessed longitudinal |
| Nature | the influence in our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions |
| Nurture | the influence of the environment on personality, physical growth, intellectual growth, and social interactions |
| Cognitive Development | the development of thiking, problem solving, and memory |
| Scheme | in the case, a mental concept formed through experiences with objects and events |
| Sensorimotor | Piaget's first stage of cognitive developemtn in which the infant uses its senses and motor abilities to interact with objects in the environment |
| Object Permanence | The Knowledge that an object exists even when it is not in sight |
| Preoperational Stage | Piaget's second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world |
| Egocentrism | The inability to see the world through anyone else's eyes |
| Centration | In Piaget's theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevent features. |
| Conservation | In Piaget's theroy, the ability to understand that simply changing the apperance of an object does not change the objects nature |
| Irreversibility | In Piaget's theory, the inability of the young child to mentally reverse an action |
| Formal Operatonal Stage | Piaget's last stage of cognitive development, in which the adolescent becomes capable of abstact thinking |
| Scaffolding | Process in which a skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more caoable |
| Zone of Proximal Development (ZPD) | Vygotsky's concept of the differnece between what a child can do alone and what a child can do with the help of a teacher |
| 1.Cooing | AT around 2 months of age, babies begin to make vowel-like sounds. |
| 2.Babbling | At 6 months, infants add consonant sounds to the vowels to make a babbling sound, which at times can almost sound like real speech |
| 3.One-Word Speech | Somewhere just before age 1, most children begin to say actual words (holophrases) |
| 4.Telegraphic Speech | At arounf a year and a half, toddlers begin to string words together to form a short, simple sentences using nouns and verbs, and adjectives |
| Whole Sentences | Age 6 or so they are nearly as fluent as adults, limited vocabulary |
| Temperment | The, behavior and emotional characteristics that are fairly well established at birth |
| 1.Easy | Regular in their schedules of waking,sleeping, and eating and are adaptible to change |
| 2.Difficult | Irregular in their schedules and are very unhappy about change |
| 3.Slow to warm up | Less grumpy, quieter, and more regular than difficult children but are slow to adapt to change |
| Attatchment | The emotional bond between an infant and the primary caregiver |
| Secure | Infants labled as secure were willing to get down from their mother's lap soon after entering the room with their mothers |
| Avoident | Somewhat willing to explore |
| Ambivalent | Aisnworth's study were clingy and unwilling to explore |
| Disorganized- Disoriented | fearful and showed a depressed and dazed loook on their faces |
| Gender | The behavior associated with being a male or female |
| Gender Idenity | Perception of one's gender and behavior that is associated with that gender |
| Infant | Trust vs. Mistrust |
| Toddler | Autonmoy vs. Shame and Doubt |
| Preschool Age | Initiative vs. Guilt |
| Elementary | Industry vs. Inferiorty |
| Adolescence | Idenity vs. Role Confusion |
| Early AdultHood | Intimacy vs. Isolation |
| Middle Adulthood | Generavity vs. Stagnation |
| Late AdultHood | Ego Integrity vs. Despair |
| Pubirty | The physical changes that ovvur in the body as sexual development reaches its peak |
| Adolescence | The period of of life from 13 -20s, during which a young person is no longer physically a child but is not yet independent , self- supporting adult |
| Personal Fable | Type of thought common to adolescents in which young people believe themselves to be unique and protected from harm |
| Imaginary Audience | Type of thought common to adolescents in which young people belive that other people are just as concerned about the adolescent's thoughts and charateristics as they |
| Preconventional Morality | First level of Kohlberg's stages of moral development in which the child behavior is governed by consequences of the behavior |
| Conventional Morality | Second Level of Kphlberg's stages of moral development in whic the child's behavior in governed by conformig to the society's norms of behavior |
| Postconventional | Third level of Kohlberg's stages of moral development in which a person's behavior is governed by the moral principles that have been decided on by the individual and that may be in disagreement with accepted social norms |
| Menopause | The cessationof ovulationand menstrual cycles and the end of a woman's reproductive capability |
| Andropause | Gradual changes in the sexual hormones and reproductive system of middle aged males |
| Intimacy | An emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self |
| Generativity | Provinding guiedence to one's children of next generation, or contributing to the well being of the next generation through career or volunteer work |
| Authoritarian Parenting | Style of parenting in which a prents is rigid and overly strict, showing little warmth to the child |
| Permissive Parenting | Style of Parenting in which parent makes few, if any demands on a child's behavior |
| Permissive Neglectful | Permissive parenting in which parents are uninvolved with the child or child's behvaior |
| Permissive Indulgent | Permissive parenting in whic parents are so involved that chuldren are allowed to behave without set limits |
| Authoritative Parenting | Style of parenting in which parents combine warmth and affection with firm limits on a child's behavior |
| Ego Integrity | Sense of wholeness that comes from having lived a full life possessing the ability to let go of regrets; the final completion of the ego |
| Activity Theory | Theory of adjustments to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby. |
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pkza
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